Proficiency Portrait Handout Proficiency Portrait Handout
TELPAS Language Proficiency Standards Reference
This guide provides a snapshot of the four proficiency levels across the four domains of language acquisition. Use this to identify student needs and set targeted growth goals.
Domain 1: Beginning 2: Intermediate 3: Advanced 4: Adv. High Listening Understands isolated words, visuals, and simple gestures. Understands short, simple directions and routine conversations. Understands most grade-level discussions with some support. Understands extended academic discussion independently and fluently. Speaking Uses single words or short phrases to communicate basic needs. Communicates in simple sentences with common grammar errors. Communicates connected ideas using academic vocabulary with support. Provides fluent academic explanations and detailed oral responses. Reading Relies heavily on visuals, word banks, and environmental print. Understands adapted texts and simple narrative structures. Reads and comprehends grade-level text with linguistic scaffolds. Independently comprehends complex academic and literary texts. Writing Produces basic labels, lists, and high-frequency phrases. Writes simple sentences using familiar vocabulary and patterns. Writes organized short responses with emerging academic tone. Produces extended academic writing with sophisticated structures.
1 Beginning
2 Intermediate
3 Advanced
4 Adv. High
Domain Detective Rubric Domain Detective Rubric
TELPAS Lesson Observation Tracker
Lesson No.
Date
Content Objective
Language Objective
Student Name L S R W Notes / Evidence Artifacts
1: Beginning
L: Isolated words/gestures
S: Single words/phrases
R: Heavily reliant on visuals
W: Labels and short phrases
2: Intermediate
L: Simple directions
S: Simple sentences (errors)
R: Adapted/narrative texts
W: Simple sent. patterns
3: Advanced
L: Grade-level w/ support
S: Connected academic ideas
R: Grade-level w/ support
W: Organized short response
4: Adv. High
L: Extended academic (Indep.)
S: Fluent explanations
R: Independent grade-level
W: Extended academic writing
Vocab Vault Organizer Vocab Vault Organizer
Unlocking Academic Language Domains
Name: _______________________
Date: ________________________
Target Academic Word
The Definition (Reading)
Visual Sketch (Listening)
Draw a symbol or scene representing the word
Use in Context (Writing)
Word Connections (Speaking)
Synonyms (Same Meaning)
Antonyms (Opposite Meaning)
"Language is the key that opens the vault to academic success."
Evidence Trail Flowchart Evidence Trail Flowchart
The TELPAS Binder Blueprint
Follow this step-by-step path to build a comprehensive evidence portfolio for campus walkthroughs and evaluations.
1
Program Overview
Scope & Sequence
Alignment Map
SMART Goals
Standards (TEKS)
2
Lesson Artifacts (All 9 Lessons)
Slide Prints
Handout Samples
Exit Tickets
3
Student Language Evidence
Writing Samples Speaking Notes Rubrics
4
Data Reports & Charts
Growth Charts Campus Reports
5
Post-Cycle Reflection
Which domain showed the most growth across the student group?
Which specific students need immediate instructional follow-up?
Lesson Log Tracker Lesson Log Tracker
Language Objective & Domain Audit
Audit Status
Admin Verified
Lesson Content Objective Language Objective L S R W 1 Identify information sources and evaluate their relevance. Students will orally compare information sources and write a justification. 2 Create effective keywords for search engine queries. Students will discuss and write research questions using specific keywords. 3 Improve searches using advanced boolean operators. Students explain search strategies orally and in writing. 4 Evaluate source credibility and bias. Categorize sources as credible or biased and explain reasoning in a small group. 5 Summarize key findings from academic texts. Paraphrase complex sentences into simple summaries using sentence stems. 6 Cite academic sources correctly in a bibliography. Write formal citations and orally explain why citations are necessary. 7 Contrast multiple perspectives on a single topic. Use comparative language to describe different viewpoints in a written reflection. 8 Draft a research summary with supporting evidence. Use transition words to connect evidence to claims in an extended writing piece. 9 Present research findings to a peer audience. Deliver a formal presentation and answer peer questions using academic vocabulary.
Administrator Walkthrough Look-Fors
Was a clear language objective visible and communicated to students?
Are all four language domains (L, S, R, W) addressed across the lesson cycle?
Are linguistic scaffolds (sentence stems, word banks) utilized during instruction?
Is there evidence of student production in both oral and written forms?
